Abstract

Academics such as Geneva Gay, Christine Sleeter, Samy Alim, and Django Paris have conducted research that illustrates the importance of educators being not only aware of the culture of their students but implementing curriculum that supports the diverse cultures of their students. A common finding among this research is that a culturally sustaining pedagogy is essential to the inclusion of all students in the classroom and the level of academic success they have in schools. This study aims to investigate the effect of teacher beliefs on the academic performance of Latinx students and on the culture and atmosphere of the school. The purpose of conducting this research is to show the necessity for implementing a culturally sustaining pedagogy and curriculum in schools. My research requires teachers and administrators to answer survey questions concerning their teaching practice, student population, and beliefs about teaching students, specifically Latinx students. I hope to discover how teacher attitudes, both positive and negative, can affect the academic performance of Latinx student and the culture of the school. Lastly, with such an emphasis I would like to use this information to help educators embrace the differences of their students and see the value in incorporating students lived experiences in the class curriculum. Using a survey modeled after Bandura's Survey for Teaching Self-Efficacy this thesis explores the following questions: Research Question One (RQ1): What effect does teachers' attitudes have on the culture of their school?, Research Question Two (RQ2): What effect does teachers' socio-political views have on Latinx student performance?

Notes

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Graduation Date

2019

Semester

Summer

Advisor

Olan, Elsie

Degree

Master of Education (M.Ed.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Secondary Education; English Language Arts Education

Format

application/pdf

Identifier

CFE0007684

URL

http://purl.fcla.edu/fcla/etd/CFE0007684

Language

English

Release Date

August 2019

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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